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Graduate Course Proposal Form Submission Detail - FLE5431
Tracking Number - 1924

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Current Status: Approved, Permanent Archive - 2004-07-02
Submission Type:
Course Change Information (for course changes only):

Detail Information

  1. Date & Time Submitted: 2004-04-30
  2. Department: secondary education
  3. College: ED
  4. Budget Account Number: 172400000
  5. Contact Person: Dr Tony Erben
  6. Phone: 813 9741652
  7. Email:
  8. Prefix: FLE
  9. Number: 5431
  10. Full Title: ESOL II-Secondary Language & Literacy Acquisition in Children
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): ESOL II
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: ESOL 1: FLE 5430
  23. Corequisites:
  24. Course Description: This course is designed to provide students with a critical understanding of instructional delivery which caters for the linguistic and literacy needs of minority / heritage communities.

  25. Please briefly explain why it is necessary and/or desirable to add this course: State required course for certification
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? in MAT & MA plan ii - high demand
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? no
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in ESOL, applied linguistics, sla or fle
  29. Objectives: 1.0 Develop an understanding for modes of educational delivery within multicultural / pluralist communities.

    2.0 Develop competence in second language acquisition in order to understand better the dimensions and implications of second language development on teaching and learning

    3.0 Understand and better appreciate critical literacy within a postmodern perspective as it relates to educational practices within a context of difference, dissonance and discontinuities

    4.0 Develop competence in notions of language varieties such as dialects, sociolects, and ideolects and the ideological roles these play in linguistic and cultural empowerment

    5.0 Understand the role, function and implications 1.0-4.0 above have on reading practices, reading development and reading assessment in the education of LEP students

    6.0 Synthesize and articulate how principles of second language literacy research in bilingual education frame and support inclusive instructional practices.

  30. Learning Outcomes: All modules of this course include evaluation activities to support the application of the knowledge and skills needed for effective teaching of LEP students.
  31. Major Topics: Historical and international perspectives of societal bilingualism

    1.1 What is bilingualism

    1.2 Diglossia

    1.3 Pidgins, Creoles, Dialects and Standard Language

    1.4 Language as Prestige, Power and as marginalised "Other"

    1.5 Racism in education, multiculturalism, pluralism, equity and equalisms / dualisms

    Individual bilingualism (theory, research & social)

    2.1 What is SLA?

    2.2 What questions does SLA attempt to answer?

    2.3 First language acquisition and methods of language teaching (grammar-translation, direct approach, audiolingual method, natural approach, communicative approach, task-based language learning)

    2.4 Language issues that affect content-based teachers: emergence vs mastery, i + 1 vs ZPD, acculturalation, learnability vs teachability, acquisition rich environment, experiential vs analytic, communities of knowledge, speech communities

    Language Varieties

    3.1 What are language varieties? A linguistic perspective - registers of language use; dialects, sociolects and ideolects

    3.2 A critical perspective - language hegemony, linguistic inequalities and cultural disempowerment in educational settings; (D)discourse practices

    3.2 Language and politics; ebonics, English only laws

    3.3 Reconciliation vs embracing the conflict


    4.1 What is literacy?

    4.2 Types of literacy (critical, functional, visual, technological, bi/multicultural, educational)

    4.3 Taking a critical stance. Developing skills in deconstructionism. Deconstructing syllabi, tests, texts, and school practices

    4.4 Coping with non-standard varieties of language use in educational contexts; signs, tokenism, sterotyping, reacting to difference, textual production

    4.5 Empowerment agents in education

    Reading / Writing

    5.1 What is reading / writing?

    5.2 Reading and writing connections

    5.3 SLA and reading / writing processes

    5.4 Freireism; reading / writing the word, reading / writing the world

    5.5 Teaching reading and writing skills to LEP students through content-based courses

    Synthesis of inclusive instructional practices

    6.1 Descriptions of workable literacy practices

    6.2 Case study analysis

    6.3 Fieldwork

  32. Textbooks: course packet of selected ESOL articles in literacy & L2reading
  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

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